Ready or Not, Here we Come - Association of Community College

Ready or not,
here we come!
Innovations in College and Career Readiness
ACCT Leadership Congress
October, 2013
Outline of Presentation
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Demographics of our College/District
The challenge facing MCC
State of Illinois Trends in College Readiness
Addressing the challenge
Responding through strong partnerships
Objectives of partnership
Results
Lessons learned
Demographics of the College
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Mission
Size of College
Number of Programs
Recent Enrollment Spike
Tuition
Employees
Demographics of the District
 Location of College
 District
 Population
 Degree Attainment
 High School Information
The challenge facing MCC
 Over past 4 years the percent of high school students
taking developmental courses has increased
 In 2010 62% or 840 of the 1355 high school students
who came to MCC enrolled in developmental
Education
 Of the 840 students, 86% enrolled in at least one
developmental mathematics course
 All of these students are considered not ready for
College
“Strategic Metrics: What We’ve learned” report, July 14, 2010 VPAC Retreat, Joe Baumann, Office of Institutional Research & Planning, MCC
The challenge facing MCC
 4 year trend at MCC
“Strategic Metrics: What We’ve learned” report, July 14, 2010 VPAC Retreat, Joe Baumann, Office of Institutional Research & Planning, MCC
State of Illinois trends in College Readiness
 50% average of first-time community college students in Illinois take
at least one remedial course when they enter college before they
can start college-level work
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Of all Illinois community college students enrolled in
developmental education courses, 82% were enrolled in at least
one developmental math course.
 Only 14% of developmental education students end up graduating
in three years
 In Illinois, community colleges spent $120.8 million in FY 2007.
Public universities spent $5.2 million. The cost is higher today.
Nationally, it costs over $1 Billion to fund developmental education
Illinois P-20 Council and the Higher Education Partnership Presentation, March 2010 cited in the Source: U.S. Census Bureau, American
Community Survey, Public Use Micro-data Sample
Illinois Community College Board. (2012). Developmental Education Data Brief. Springfield, IL: Illinois Community College Board. Unpublished
Complete College America. (2011). Washington, D.C.: Complete College America. Retrieved August 2013 from: http://www.completecollege.org/docs/Illinois.pdf.
Addressing the Challenge
 Utilized the county’s Board of Control(BOC) structure
Group of High School Superintendents
BOC typically focuses on issues revolving around
Perkins based program
The group was alarmed that such a high percentage of
students were testing into developmental education
 Distributed college readiness data to each high school
superintendent individually
Responding through strong partnerships
 BOC and McHenry County College developed the
Alliance for College and Career Readiness
 Leadership for the Alliance came from administrators
at MCC and members of the BOC
 MCC participants included:
 Associate Dean of College and Career Readiness
 Assistant Vice President of Academic and Student Affairs
 BOC participants included:
 All high schools in MCC’s district are represented
 Regional Superintendent
 Principals and curriculum directors
Conley, D. T. (2009). Rethinking college readiness. Update on Research and Leadership, 20(2). Champaign, IL:
Office of Community College Research and Leadership, University of Illinois
Responding through strong partnerships
 The Alliance utilized David Conley's Framework for College
and Career Readiness to develop an overarching goal
Upon leaving high school students will:
 be prepared for a seamless transition directly
into college level courses
 progress towards the completion of a
credential which leads to a career or
matriculation to a four year institution
 The Alliance developed working objectives utilizing the
overarching goal
Objectives to accomplish goal
 Objective 1: Alignment of Curriculum from High
School to MCC
 Objective 2: Develop Student’s Career Goals
 Objective 3: Increase Access and College and Career
Awareness among Students and their Parents
 Objective 4: Develop and Utilize Intervention
Strategies for Standardized/High Stakes Testing
Objectives to accomplish goal
 Teams were developed to work on each objective
 Teams included Faculty, Staff, and Administrators
from High School, College, and Community
 Team names:
 College and Career Readiness Transition Team
 English, Reading and Writing Team
 Mathematics Team
 Administrative Team
 STEM Team (In development)
 Team developed strategies for each objective
Objective 1: Align Curriculum from High School
to MCC
Strategies:
 Literacy Workshops for secondary and post-secondary
mathematics instructors
 Bridging the Gap Initiative: aligning the Common Core
Standards between secondary and post-secondary institutions
 Articulated Courses in Mathematics
 Summer Academies for 8th graders and secondary school
students
Objective 2: Develop Student’s Career Goals
Strategies:
 Dual Credit Expansion
 Programs of Study educational road map initiative
http://www.mchenry.edu/cpathways/
 Career Fairs for Middle School Students
 Kids and College Summer Program
Objective 3: Increase access and awareness of
College and Career Readiness among Students
and their Parents
Strategies:
 MCC Recruitment Office collaboration with middle school
guidance offices in the district to build a college-going
culture of early awareness and understanding of college
processes and information
 Parent University Initiative
 College and Career Readiness Micro-site
 www.mchenry.edu/collegeready
 MCC F.O.C.U.S. partnership with the Harvard School
District
Objective 4: Develop and Utilized Intervention
Strategies for Standardized/High Stakes Testing
Strategies:
 Math Refresher Sessions/COMPASS Placement Prep
 ACT Prep
 MCC Testing Center and Recruitment Office
collaboration with service district Directors of
Guidance to provide test preparation for students
Objective 1 Results: Curriculum Alignment
 Articulated Math
FY 2013, 71 students participated from two schools
 41% College ready + 8% Placed out of elementary
algebra = 49% Improved math placement
FY 2014, 300 plus students will participate from an
additional four schools who have joined the Articulated
Math Partnership
 Summer Math Academies for 8th Graders
Summer 2012 = 12 Participants
Summer 2013 = 71 Participants
Objective 2 Results: Career Development
 Dual Credit Programs:
 2009 – 2010, 534 student enrolled
 2010 – 2011, 1047 students enrolled (96% increase)
 2011 – 2012, 1097 students enrolled (5% increase)
 2012 – 2013, 1325 students enrolled (21% increase)
 4-year enrollment from 2009 – 2013, (148.1% increase)
 Kids and College (STEM Curriculum)
 Summer 2012, 147 students enrolled
 Summer 2013, 492 students enrolled (30% increase)
Objective 2 Results: Career Development
 Programs of Study
In 2009, 118 high school students
participated
Of the 118 students, 80 (68%) returned to
MCC for a college education
Of the 80 students that enrolled at MCC,
50% enrolled in related curriculum in 20102011
Objective 3 Results: Access and Awareness
 Parent University - Over 300 minority parents
reached
 F.O.C.U.S. – Over 1,000 minority students
reached from 2010 – 2013
 Increased number of minority students
accessing MCC to complete a credential
Objective 4 Results: Standardized/High Stakes
Testing
 Math Refreshers/ACT COMPASS Prep – Nearly
20 offered throughout the year, 83%
improvement rate of students who participate
in the refreshers and prep and retest into
higher-level courses
Overarching Goal Results
College and Career Readiness: More Students Prepared
 62% of high school students enrolled in developmental
courses in 2010
 47% of high school students enrolled in developmental
courses in 2011
 Decrease of 15% when compared to 2010
 48% of high school students enrolled in developmental
courses in 2012
 Decrease of 14% when compared to 2010
Overarching Goal Results
Increase in completion of a credential
Number of Students Awarded Degrees and Certificates
Lessons Learned
 Realized MCC was not organized for College and
Career Readiness
 Re-Organized its Student Services Division
 Associate Dean of College and Career Readiness
 Coordinator of College and Career Readiness
 Department Chair for College Success Studies (Focus on
Developmental Education)
 Manager of Admissions and Recruitment
 Dean of Academic Development
Lessons Learned
 Partnerships are key
 Plan for scaling up successful strategies
 Strategies to address returning adults
 Must have buy in from top/down; from high school
constituents; from faculty at the college level
 Key components of the k-12/community college
structure that need to be aligned: curriculum,
placement, programs, common core standards,
expectations, goals, objectives, etc.
Presenters
 Linda Liddell – Vice Chair, MCC Board of Trustees
[email protected]
 Mary Miller – Trustee, MCC Board of Trustees
[email protected]
 Dr. Vicky Smith – President, MCC, [email protected]
 Dr. Tony Miksa – Vice President, Academic and Student Affairs, MCC,
[email protected]
 Juletta Patrick – Assistant Vice President, Academic and Student
Affairs, MCC, [email protected]chenry.edu
 Tony Capalbo – Associate Dean of College and Career Readiness,
[email protected]
Questions?